Workplace-based assessments: what, why, and how to implement?

• Published in: Hong Kong medical journal = Xianggang yi xue za zhi 2024-06, Vol.30 (3), p.250
• Main Authors: So, H Y, Choi, Y F, Chan, P T, Chan, A K M, Ng, G W Y, Wong, G K C
• Format: Article
• Language: English
• Subjects: Cognition & reasoning; Collaboration; Corporate culture; Design; Hong Kong; Humans; Occupational Health; Workplace
• ISSN: 1024-2708; 2226-8707
• DOI: 10.12809/hkmj2311361

[...]variability can arise from limitations in human cognition, leading to various forms of bias. [...]competence is a complex phenomenon; different trainers may focus on unique aspects that actually are complementary. When WBAs are used for formative purposes, reliability is not a major concern; when they are used for summative purposes, reliability should be considered.8 The main determinant of reliability in all types of assessments is sample size, rather than ‘objectivity'. [...]it is important to ensure that each trainer conducts an adequate number of assessments.16 Implementation To address the challenges of integrating assessments into the clinical environment, we used the Consolidated Framework for Implementation Research (Fig17) for categorisation of issues identified in the existing literature and in the results of a Younger Fellows Chapter survey conducted at the Hong Kong Academy of Medicine Medical Education Conference 2021 (online supplementary Table 2).18 19 20 21 22 Based on these identified issues and recommendations from the Ottawa Conference 2020, we propose the following implementation framework.8 Figure. Another paradigm shift, which began in around 2010, has led to the perception of assessments as systems.1 Medical education requires multiple cognitive, psychomotor, and attitudinal/relational skills. Because no single assessment method can capture all of these skills, multiple measures are necessary.